SavedAdd your journal

Journals / Çukurova Üniversitesi Eğitim Fakültesi Dergisi / 2012 / Cilt: 41 - Sayı: 2

THE EFFECTS OF CREATIVE DRAMA ACTIVITIES ON SOCIAL SKILLS ACQUISITION OF CHILDEN AGED SIX

Duygu ÇETİNGÖZ*a; Berna CANTÜRK GÜNHANa

Duygu CETINGOZ
Berna CANTURK GULHAN
Pages
54–66
Publication Date
2014-03-08
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings revealed that there is a statistically meaningful difference between the results of the students’ those who were in the experiment group and those in the control group in terms of both the scale and its subscales.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Öz The objective of this study is to investigate whether drama activities which are integrated into the curriculum as a part of the daily plan make a meaningful difference on the acquisition of social skills of children aged six during the preschool education or not.
📊
Key Findings & Data:The experiment group consists of 19 children who attend the kindergarten class of an elementary school in Buca, İzmir during the 2008-2009 Spring semester. 10 of them were placed in the experiment group and the other 9 were in the control group.
💡
Conclusion & Impact:The findings revealed that there is a statistically meaningful difference between the results of the students’ those who were in the experiment group and those in the control group in terms of both the scale and its subscales.
🔬Design:Research Article
📍Scope:2008-2009 Verileri
⚙️Variables:Anahtar Kelimeler Creative drama · Social skills · Kindergarten students

Özet

Öz The objective of this study is to investigate whether drama activities which are integrated into the curriculum as a part of the daily plan make a meaningful difference on the acquisition of social skills of children aged six during the preschool education or not. The experiment group consists of 19 children who attend the kindergarten class of an elementary school in Buca, İzmir during the 2008-2009 Spring semester. 10 of them were placed in the experiment group and the other 9 were in the control group. The research applied the experiment and control group design. The repetetive measurements were conducted twice, before and after the research in order to measure students’ social skills. The research employed Social Skills Evaluation Scale (SSES) in order to measure students’ social skills both in the research group which creative drama activities were employed and the control group which traditional method was employed. The findings revealed that there is a statistically meaningful difference between the results of the students’ those who were in the experiment group and those in the control group in terms of both the scale and its subscales. The difference was found in favor of the experiment group.

🔖

Cite This Article

CETINGOZ, D., GULHAN, B. C. (2014). THE EFFECTS OF CREATIVE DRAMA ACTIVITIES ON SOCIAL SKILLS ACQUISITION OF CHILDEN AGED SIX. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 41 - Sayı: 2, 54–66. https://ajindex.com/articles/1168

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (18)

  1. Akkök, F. (1996). İlköğretimde sosyal becerilerin geliştirilmesi, Öğretmen El Kitabı, Ankara:
  2. MEBYayınları.
  3. Akın, M. (1993). Farklı sosyo-ekonomik düzeylerdeki (Sed) ilkokul üçüncü sınıf öğrencilerinin sosyalleşme düzeylerine yaratıcı dramanın etkisi. Yayınlanmamış Yüksek Lisans Tezi. Ankara Üniversitesi,
  4. Sosyal Bilimler Enstitüsü, Ankara.
  5. Avcıoğlu, H. (2001). İşitme engelli çocuklara sosyal becerilerin öğretilmesinde işbirlikçi öğrenme yaklaşımı ile sunulan öğretim programının etkililiğinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi. Ankara Üniversitesi,
  6. Eğitim Bilimleri Enstitüsü, Ankara.
  7. Avcıoğlu, H. (2003). Sosyal becerileri değerlendirme ölçeği (4-6 yas) geçerlilik, güvenirlik çalışması. Yayınlanmamış araştırma. Avcıoğlu, H. (2005). Etkinliklerle sosyal beceri öğretimi. Ankara:
  8. Kök Yayıncılık. Bacanlı, H. (1999). Sosyal beceri eğitimi. Ankara:
  9. Nobel Yayıncılık. Beales, J. N. Ve Zemel, B. (1990). The effects of high school drama on social maturity. School Counselor, 38, (1), 46-51.
  10. Cartledge, G. & Milburn, J., F. (1983). Social skills assessment and teaching in the schools, In T.R.Kratovhwili (Ed.), Advances in school psychology (pp.175-235).
  11. London Lawrene. Countery, R. (1995). Drama and feeling: an aesthetic theory. Montreal, Canada: McGill-Queen’s University Press.
  12. Çetin, F., Bilbay, A. ve Kaymak, D. (2002). Araştırmadan uygulamaya çocuklarda sosyal beceriler grup eğitimi. İstanbul:
  13. Epsilon Yayıncılık. Çoban Çalışkan, E. (2007). Sosyal beceri sorunu olan öğrenciler ve annelerine uygulanan yaratıcı drama etkinlikleri programının öğrencilerin sosyal beceri düzeylerinin gelişimi üzerindeki etkisi. Yayınlanmamış Yüksek Lisans Tezi. Dokuz Eylül Üniversitesi,
  14. Eğitim Bilimleri Enstitüsü, İzmir.
  15. Ekinci Vural, D. (2006). Okul öncesi eğitim programındaki duyuşsal ve sosyal becerilere yönelik hedeflere uygun olarak hazırlanan aile katılımlı sosyal beceri eğitimi programının çocuklarda sosyal becerilerin gelişimine etkisi. Yayınlanmamış Yüksek Lisans Tezi. Dokuz Eylül Üniversitesi,
  16. Eğitim Bilimleri Enstitüsü, İzmir.
  17. Freeman, G., D. (2000). Effects of creative drama activities on third and fourth grade children. Unpublished docrate thesis. University of Mississippi. Genç, H. N. (2003). Eğitimde yaratıcı dramanın alımlanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24, 196-205.
  18. Gresham, F. & Elliott, S.N. (1990). Social skills rating system manual. Circle Pines, MN: American Guidance Sevice. Gülay, H. ve Akman, B. (2009). Okul öncesi dönemde sosyal be